Please use this identifier to cite or link to this item :http://hdl.handle.net/2066/135255

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Subject:

Atypical development in communications and cognition

Organization:

SW OZ BSI OLO

Journal title:

European Journal of Psychology of Education

Volume:

vol. 15

Issue:

iss. 3

Page start:

p. 259

Page end:

p. 270

Abstract:

The primary goal of this study was to compare a paper-and-pencil version of the lexical decision task, which can be administered groupwise, with reading aloud a differently ordered list of the same words and pseudowords. Participants were first and second graders (“normal readers”) and students from schools for children with learning difficulties. On the average, the latter “poor readers” scored at the same oral reading level as the normal readers, but were older. The correlation between both tasks appeared to be high and both tasks had comparable correlations with third variables, suggesting that performance is determined by the same processes. Because the lexical decision task showed little evidence for guessing, it may be an — even better — alternative for oral reading. No differences between participant groups were found that point to different reading strategies. Error analysis, however, indicates that the poor readers probably have a specific problem in the oral reading of pseudowords.